Performance measures of racially underrepresented Ph.D. students in biomedical sciences: The UAMS IMSD Program Outcomes

The purpose of this study was to identify performance measures of racially underrepresented minority (RUM) Ph.D. trainees who needed additional training initiatives to assist with completing the UAMS biomedical science degree. A sample of 37 trainees in the 10-year NIH-NIGMS funded Initiative for Maximizing Student Development (IMSD) program at the University of Arkansas for Medical Sciences (UAMS) were examined. Descriptive statistics and correlations examined process measures (GRE scores, GPAs, etc.) and outcome measures (time-to-degree, publications, post-doctoral fellowship, etc.) While differences were found, there were no statistically significant differences between how these two groups (Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs)) of students performed over time as Ph.D. students. Graduates who scored lower on the verbal section of the GRE also had a higher final graduate school grade point average in graduates who received their undergraduate training from HBCUs. Of the graduates who received their undergraduate training from PWIs, graduates who scored lower on the quantitative section of the GRE had higher numbers of publications. These findings stimulate the need to 1) reduce reliance on the use of the GRE in admission committee decisions, 2) identify psychometrically valid indicators that tailored to assess outcome variables that are relevant to the careers of biomedical scientists, and 3) ensure the effective use of the tools in making admission decisions.

Download Full-text

Preparing the Next Generation of Diverse Biomedical Researchers: The University of North Texas Health Science Center’s Initiative for Maximizing Student Development (IMSD) Predoctoral Program

Ethnicity & Disease ◽

10.18865/ed.30.1.65 ◽

2020 ◽

Vol 30 (1) ◽

pp. 65-74

Author(s):

Harlan P. Jones ◽

Jamboor K. Vishwanatha ◽

Thomas Yorio ◽

Johnny He

Keyword(s):

Minority Students ◽

Student Development ◽

Lessons Learned ◽

Health Science ◽

Underrepresented Minority ◽

Science Center ◽

Program Outcomes ◽

Underrepresented Minority Students ◽

Multiple Factors ◽

Texas Health

The National Science Foundation (NSF) reports that underrepresented minority students are just as interested as their White counterparts in majoring in science upon entering college.1 However, the numbers of those receiving bachelors’ degrees, attending graduate school, and earning doctorates remain lower than their White peers. To close this gap, the National Institutes of General Medical Science’s (NIGMS) Initiative for Maximizing Student Development (IMSD) at University of Texas Health Science Center (UNTHSC) supports the timely completion of PhD degrees by underrepresented students and their transition into successful biomedical research careers. Throughout UNTHSC’s IMSD training program, we have designed interventions anchored by the central hypothesis that PhD attainment requires attentiveness to multiple factors (knowledge, psychosocial, financial and self-efficacy). An assessment of program outcomes demonstrates a progressive increase in trainee retention. Importantly, not-withstanding quantitative measurable outcomes, trainee and mentor evaluations express the value in addressing multiple factors relevant to their success. Since 1996, our cumulative success of underrepresented minority students completing the doctorate increased from 64% (1996) to 84% completion (2018). Herein, we describe the UNTHSC IMSD training approach spanning its performance over two five-year cycles (2004-2008; 2009-2013) and new interventions created from lessons learned that influenced UNTHSC’s newly awarded IMSD program (2017-2022).Ethn Dis. 2020;30(1):65-74; doi:10.18865/ed.30.1.65

Download Full-text

Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences

CBE—Life Sciences Education ◽

10.1187/cbe.16-01-0016 ◽

2016 ◽

Vol 15 (3) ◽

pp. ar36 ◽

Cited By ~ 24

Author(s):

Heather Haeger ◽

Carla Fresquez

Keyword(s):

Graduation Rates ◽

Student Development ◽

First Generation ◽

Life Sciences ◽

Underrepresented Students ◽

Underrepresented Minority ◽

Research Experiences ◽

Grade Point ◽

Student Grades ◽

The Impact

Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.

Download Full-text

Motivating Self-Efficacy in Diverse Biomedical Science Post-baccalaureate and Graduate Students Through Scientific Conference Implementation

Frontiers in Education ◽

10.3389/feduc.2021.774070 ◽

2021 ◽

Vol 6 ◽

Author(s):

Kasey R. Boehmer ◽

Suelen Lucio Boschen De Souza ◽

Jason D. Doles ◽

Nirusha Lachman ◽

Dennis Mays ◽

...

Keyword(s):

Student Development ◽

Self Efficacy ◽

Student Leadership ◽

The United States ◽

Biomedical Science ◽

Scientific Conference ◽

Biomedical Sciences ◽

Research Education ◽

Scientific Innovation ◽

Post Baccalaureate

Tactics to increase the number of underrepresented (UR) students in biomedical research PhD training programs have not yet translated to UR faculty numbers that reflect the diversity of the United States. Continued interventions are required to build skills beyond those that result in placement into a PhD program. We hypothesize that successful interventions must build skills that give UR students foundations for confident self-efficacy in leadership. We seek interventions that allow UR students to envision themselves as successful faculty. We posit that development of such skills is difficult in the classroom or laboratory alone. Therefore, novel interventions are required. As part of the NIH-funded Post-baccalaureate Research Education Program (PREP) and Initiative for Maximizing Student Development (IMSD) at the Mayo Clinic Graduate School of Biomedical Sciences, we designed and implemented a unique intervention to support development of student leadership skills: a biannual student-organized and student-led national research conference titled “Scientific Innovation Through Diverse Perspectives” (SITDP). This initiative is based on the concept that students who actively live out realistic roles as scientific leaders will be encouraged to persist to scientific leadership as faculty. Here we describe the motivation for, design of, and outcomes from, the first three pilot conferences of this series. We further discuss approaches needed to rigorously evaluate the effectiveness of such interventions in the future.

Download Full-text

Abstract 214: Multidisciplinary Approach to Improve Process Measures and Prevent Heart Failure Readmissions

Circulation Cardiovascular Quality and Outcomes ◽

10.1161/circoutcomes.5.suppl_1.a214 ◽

2012 ◽

Vol 5 (suppl_1) ◽

Author(s):

George Syros ◽

Mitesh Kabadi ◽

Sarah Blanchard ◽

Kristin Aviles ◽

Claire Melvin ◽

...

Keyword(s):

Heart Failure ◽

Performance Measures ◽

Multidisciplinary Approach ◽

High Risk Patient ◽

Care Staff ◽

Rank Test ◽

Fluid Restriction ◽

Post Discharge ◽

Readmission Rates ◽

Process Measures

Background: Approximately 5.2 million Americans have heart failure (HF). HF morbidity and mortality is high, and 27% of patients are readmitted at 1 month and 50% at six months. Objective: To determine the effect of a multidisciplinary approach on Hospital Quality Alliance (HQA) performance and 30-day HF readmission rates. Methods: A one year, prospective, observational study on the effect of a multidisciplinary approach on 30-day HF readmissions was performed and compared to the prior year’s readmission rate at a University affiliated community hospital. HF patients were identified by case and unit nurse managers, who also screened for intravenous diuretic use to determine if patients had HF but were admitted under another diagnosis. HF patients were clustered geographically where daily multidisciplinary rounds with the unit nurse and care manager, pharmacist, social worker, nutritionist, medical and nursing staff took place. The goal was to ensure compliance with the established HQA Performance Measures, initiate appropriate discharge planning, and assess functional status. Patients were educated on 2 gram sodium diet, 2 liter fluid restriction, daily weight monitoring, and smoking cessation. Follow-up appointments with their PCP or cardiologist were scheduled. Upon discharge, nursing and medical staff provided medication and home management instructions. The patient’s PCP was called by the attending physician or cardiovascular fellow as well as the Skilled Nurse Facility, Rehabilitation, and Home Care staff, when applicable. Targeted in-home support immediately following discharge from the hospital was provided. High risk patient had an in-home 2-3 day post discharge visit by VNA and a Pharmacist to access their weight, medications, and physical activity progress. Results: During the intervention year, 355 CHF patients were discharged and compared to 318 patients in the year prior. The 30 day readmissions were reduced from 79 (24.8 %) to 64 (18.03%), p = 0.04 by Wilcoxon Signed-Rank Test. The Heart Failure National Inpatient Quality Measures performance increased from 95% ± 3.8% (2010) to 99.6% ± 0.5% (2011) - p = 0.008 . Conclusions: With implementation of penalties by Medicare in 2013 for 30 day HF readmissions, strategies to reduce them are critical. A comprehensive intervention involving multiple specialties and appropriate patients’ disposition can reduce 30-day readmission rates as well as improve Heart Failure National Inpatient Quality Performance Measures. Further evaluation of this treatment approach, including an assessment of cost-effectiveness, is warranted.

Download Full-text

Capacity-Building for Career Paths in Public Health and Biomedical Research for Undergraduate Minority Students: A Jackson Heart Study Success Model

Ethnicity & Disease ◽

10.18865/ed.26.3.399 ◽

2016 ◽

Vol 26 (3) ◽

pp. 399 ◽

Cited By ~ 1

Author(s):

Wendy Brown White ◽

Asoka Srinivasan ◽

Cheryl Nelson ◽

Nimr Fahmy ◽

Frances Henderson

Keyword(s):

Public Health ◽

Minority Students ◽

Undergraduate Students ◽

Biomedical Research ◽

Population Based ◽

Black College ◽

Biomedical Science ◽

Individual Student ◽

Underrepresented Minority ◽

Professional Programs

Objective: This article chronicles the building of individual student capacity as well as faculty and institutional capacity, within the context of a population-based, longitudinal study of African Americans and cardiovascular disease. The purpose of this article is to present preliminary data documenting the results of this approach. Design: The JHS Scholars program is designed, under the organizational structure of the Natural Sciences Division at Tougaloo College, to provide solid preparation in quantitative skills through: good preparation in mathematics and the sciences; a high level of reading comprehension; hands-on learning experiences; and mentoring and counseling to sustain the motivation of the students to pursue further studies. Setting: This program is on the campus of a private Historically Black College in Mississippi. Participants: The participants in the program are undergraduate students. Main Outcome Measures: Data, which included information on major area of study, institution attended, degrees earned and position in the workforce, were analyzed using STATA 14. Results: Of 167 scholars, 46 are currently enrolled, while 118 have graduated. One half have completed graduate or professional programs, including; medicine, public health, pharmacy, nursing, and biomedical science; approximately one-fourth (25.4 %) are enrolled in graduate or professional programs; and nearly one tenth (9.3%) completed graduate degrees in law, education, business or English. Conclusions: These data could assist other institutions in understanding the career development process that helps underrepresented minority students in higher education to make career choices on a path toward public health, health professions, biomedical research, and related careers. Ethn Dis. 2016;26(3):399-406; doi:10.18865/ed.26.3.399

Download Full-text

Welcome Note from Editor-in-Chief

Pakistan BioMedical Journal ◽

10.52229/pbmj.v1i2.39 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Prof. Dr. Anna Maria Lavezzi

Keyword(s):

Biological Sciences ◽

Biomedical Research ◽

Cell Biology ◽

Biomedical Science ◽

Process Time ◽

Biomedical Sciences ◽

High Quality ◽

Health Initiatives ◽

Science Domain

It is with great pleasure that I write this editorial to welcome you to the first issue of this new International journal, “Pakistan Biomedical Journal” (PBMJ). The topics covered by the journal are certainly broad and interesting. Biomedical science is a collection of applied sciences that help us understand, research, and innovate within the _eld of healthcare. It includes disciplines like molecular biology, clinical virology, bioinformatics, and biomedical engineering, among others. It's designed to apply the biological sciences to advance not only individual health but also the area of public health. Biomedical Research can help health professions better understand things like the human body and cell biology, making advances in our understanding of epidemics, health initiatives, and human health in the age of longer life expectancy. It aids our understanding of infectious disease and provides research opportunities into some of our most troubling health issues. The journal will continue to publish high quality clinical and biomedical research in health and disease later in life. Peer review will remain a vital component of our assessment of submitted articles. I am very happy to have a team of excellent editors and editorial board members from the top international league covering in depth the related topics. They will ensure the highest standards of quality for the published manuscripts and, at the same time, keep the process time as short as possible. We hope to bring best researches in the _eld of biomedical sciences that may serve as a guideline in health awareness, understanding the mechanisms and its management in future. We definitely look forward to receiving your excellent studies to making PBMJ synonymous with high quality in the biomedical science domain.

Download Full-text

Examining Growth Outcomes of a Recreational Sports Living–Learning Community Using the Social Change Model of Leadership Development

Recreational Sports Journal ◽

10.1177/1558866120952775 ◽

2020 ◽

Vol 44 (2) ◽

pp. 99-108

Author(s):

Leah R. Halper ◽

Elizabeth A. Lubinger ◽

Brendan M. Greisberger

Keyword(s):

Leadership Development ◽

Learning Community ◽

Student Development ◽

Personal Growth ◽

Leadership Skills ◽

Recreational Sports ◽

Grade Point ◽

Social Change Model ◽

The Social ◽

Living Learning Communities

Living learning communities (LLCs) add to the college student experience. The current study investigates academic and personal growth in a recreational sports–themed LLC intentionally built on student development theories. Surveys were administered to all students in the community at two time points across 2 years. Students in the program showed significant growth in leadership skills and grade point average.

Download Full-text

Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students

CBE—Life Sciences Education ◽

10.1187/cbe.17-09-0210 ◽

2018 ◽

Vol 17 (2) ◽

pp. ar27 ◽

Cited By ~ 7

Author(s):

Marenda A. Wilson ◽

Anthony L. DePass ◽

Andrew J. Bean

Keyword(s):

Cancer Center ◽

Biomedical Sciences ◽

Graduate Record Examination ◽

Student Body ◽

Attrition Rates ◽

Grade Point ◽

Postdoctoral Training ◽

University Of Texas ◽

Stem Pipeline ◽

And Mathematics

The faculty and student populations in academia are not representative of the diversity in the U.S. population. Thus, research institutions and funding agencies invest significant funds and effort into recruitment and retention programs that focus on increasing the flow of historically underrepresented minorities (URMs) into the science, technology, engineering, and mathematics (STEM) pipeline. Here, we outline challenges, interventions, and assessments by the University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences (GSBS) that increased the diversity of the student body independently of grade point averages and Graduate Record Examination scores. Additionally, we show these efforts progressively decreased the attrition rates of URM students over time while eliminating attrition in the latest cohort. Further, the majority of URM students who graduate from the GSBS are likely to remain in the STEM pipeline beyond the postdoctoral training period. We also provide specific recommendations based on the data presented to identify and remove barriers that prevent entry, participation, and inclusion of the underrepresented and underserved in the STEM pipeline.

Download Full-text

What Do I Want to Be with My PhD? The Roles of Personal Values and Structural Dynamics in Shaping the Career Interests of Recent Biomedical Science PhD Graduates

CBE—Life Sciences Education ◽

10.1187/cbe.13-02-0021 ◽

2013 ◽

Vol 12 (4) ◽

pp. 711-723 ◽

Cited By ~ 90

Author(s):

Kenneth D. Gibbs ◽

Kimberly A. Griffin

Keyword(s):

Social Identity ◽

Structural Dynamics ◽

Graduate Training ◽

Personal Values ◽

Outcome Expectations ◽

Biomedical Science ◽

Career Interests ◽

Underrepresented Minority ◽

Faculty Careers ◽

Primary Driver

Interest in faculty careers decreases as graduate training progresses; however, the process underlying career-interest formation remains poorly defined. To better understand this process and whether/how it differs across social identity (i.e., race/ethnicity, gender), we conducted focus groups with 38 biomedical scientists who received PhDs between 2006 and 2011, including 23 women and 18 individuals from underrepresented minority (URM) backgrounds. Objective performance and quality of advisor relationships were not significantly different between scientists with high versus low interest in faculty careers. Career interests were fluid and formed in environments that generally lacked structured career development. Vicarious learning shaped similar outcome expectations about academic careers for all scientists; however, women and URMs recounted additional, distinct experiences and expectations. Scientists pursuing faculty careers described personal values, which differed by social identity, as their primary driver. For scientists with low interest in faculty careers, a combination of values, shared across social identity, and structural dynamics of the biomedical workforce (e.g., job market, grant funding, postdoc pay, etc.) played determinative roles. These findings illuminate the complexity of career choice and suggest attracting the best, most diverse academic workforce requires institutional leaders and policy makers go beyond developing individual skill, attending to individuals’ values and promoting institutional and systemic reforms.

Download Full-text